As for the bilingual teaching classroom, teacher only improve English proficiency can not satisfied with the demands of learners. They must familiar with the subject knowledge very well. Thus, teachers should persist in study of teaching and learning. It is necessary for teachers to learn more and more subject knowledge, besides, teacher can maintain a constant contact with the professional field of teaching theory and improve the quality of teacher talk.
4. 4 Selection of teaching materials
Teachers should pay more attention to the content of the textbook when selecting teaching materials .Those including more open questions, more topics for group discussion, etc. which will contribute a lot to the learner participation and interaction. But in China, most teachers have a very poor option of textbooks. They are tied to a particular textbook. In this case, teachers should use textbooks creatively; selecting those materials that are useful or helpful to the teaching and learning. Bilingual teaching text is more abstract, thus, if possible teachers can add to or adapt some materials in enjoyable and useful ways.
4. 5 More effective input
Krashen puts forward the input hypothesis. He believes that acquisition is formed on the basis of comprehensible input. And input can be understood with the help of context. In bilingual class teaching, the external language environment is created by teacher talk. That is to say, correct and appropriate teacher talk will improve students’ learning. According to what we have discussed in Chapter two, Standards of High Quality Input, teachers should provide comprehensible, simplified, interesting and relevant input. In China, learners have been influenced by mother tongue for a long time. Most of them cannot get rid of the restraint of Chinese. It is difficult for adult learners to change language learning into language acquisition. Chomsky believes that one essential requirement for language acquisition is external language input. In class, the external language input refers to teacher talk. So, the important role of teacher talk is to arouse learners’ potential natural learning ability which is hidden in their minds. If the input is too simple for learners in class, then they will think it meaningless and boring to attend such an easy lecture. If the input is difficult for them to follow, they will lose learning enthusiasm. So language input in class should be i+1, i.e. at a slightly higher level the learner is capable of understanding. Krashen calls it “rough-tuning”. [1] It helps learners to acquire new language. Another type of input is ‘finely-tuned’ input. It is the language which has been selected for conscious learning, such as the present simple, the past continuous, the language of invitation, etc. Therefore, teacher talk should integrate these two types of input. It should not consist of too much simplified input; the learners will get into the habit of depending on the teacher to simplify whatever they encounter. Gradually, they will become “lazy” and their minds will accept nothing but simplified input. Progress is out of the question. Teachers should provide more elaborated input instead. “In other words, they should try to build in redundancy through the use of repetition, paraphrase and rhetorical markers rather than simplifying their grammar and vocabulary.” [9] This is consistent with Krashen’s“i+1”input hypothesis.
4. 6 Mixture of English and Chinese as teacher talk
“How much the teacher uses English will depend on the level of the class and the teacher’s own language ability.” [10] For bilingual teaching classroom, Chinese is a necessary tool. The goal of bilingual teaching is not only making the English teaching plan come out, but also letting learner grasp the subject knowledge as well. It is very hard for students to understand the subject knowledge if the teacher only speak English in 45 minutes of class time. However, if the teachers only speak Chinese in the classroom, it lost the significance of bilingual teaching.
In the bilingual teaching classroom, therefore, teacher should choose English and Chinese mixed, which regard English as a major language and Chinese as assistant language in classroom, to helping the learners understand what the teacher say and comprehend the subject knowledge well.
4. 7 Improvement of questioning techniques
More open or referential questions should be asked in classroom instead of closed or display ones. Open questions can provide teacher and learners with a friendly and active bilingual class environment. Through this kind of class, learners can get more opportunities to communicate and interact with each other, help each others in problem-solving tasks and attempt to make them understood. Accordingly, open questions will not only arouse students’ interests but help to develop their output－their communicative ability.
What’s more, giving sufficient “wait time” for learners to think about questions after they have been asked can contribute to more participation by more learners. Therefore it pays in the long run to provide the learners a proper longer “wait time”.
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